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Professional Development Cycle
Transcript of Professional Development Cycle
Professional Development Cycle
Using Professional Development as a Tool to Rise
Professional development, the process of continued development for educators and education personnel has at its core purpose improving student achievement.
The Teacher Effect
Understanding the research of Bill Sanders:
Over a multi-year study Sanders discovered that placing students with high performing students three years in a row resulted in students scoring in the 96th percentile in the Tennessee state-wide mathematics assessment. The same students when place with three low-performing teachers scored 52% points lower.
the most important factor affecting student learning is the teacher!
More can be done to improve education by improving the effectiveness of teachers than any other single factor.
Timeline: First 3-4 weeks of school
TPGES: The goal of self-reflection is to improve teaching and learning through ongoing thinking on how professional practices impact student and teacher learning.
Teachers will use the Danielson Framework as a guide to initial reflection.
Teachers will use the framework indicators to uncover areas of strength and areas of improvement.
Teachers are given the tools, resources and supports to impact student learning.
All teachers are equipped with researched based strategies and pedagogy to increase overall effectiveness.
Teachers work collaboratively with the collective purpose of student achievement.
Professional Growth Plan
Teaching is a complex profession. Teachers must consistently seek to perfect the art and science of teaching in a rapidly changing environment amongst ever diverse students.
Focus on Instruction
Rigor, Relevance, Differentiated, Focused on Essential Standards
Establishing Effective PLCs
Effective schools build on the idea of collaboration. Teachers in highly effective schools realize they must work together to achieve the collective goal of learning for all students.
Professional Development: Timeline multi-year on-going assessments and evaluations.
The 5 C's of Effective PLC
Professional development which is sustained over time, focused on important content can have a dynamic and power impact on teacher skills and student learning.
Components of Effective Professional Development
Intentional and Focused on the Needs of the School and Students
Promote positive change in teacher practice
Influence a positive change is school wide practices
Focused in student achievement
On-going and Sustained Over Time.
PD is focused on clear path
Takes many different forms
Short :hit - run
Longer: Action based research
Off-site: Team Lead PD
On-Site: Instructional Experts or Coaches
Evaluated to determine next-steps
In order to sustain effective professional development an intentional plan needs to be developed to engage multiple teachers at many different levels.
Relevance and Evaluative
Professional development for teachers should be practical and applicable. PD should:
Addresses the needs of the students
Supports the needs of the teachers
Align with the mission and vision of the school
Reflect current research based strategies
Consider the 21st century school
Professional Development should not
Be based merely on current educational trends
Focus on issues not applicable to the school culture, climate and diversity
A one size fits all model
All professional development initiatives should be subject to and follow diagnostic, formative and summative evaluations. These evaluative tools should drive the direction for future professional developments.
Professional Development Must Begin with the Individual Teacher.
If the single most important factor is teacher effectiveness, teacher must first understand and evaluate their effectiveness.
Step #1: Beginning Professional Development with Self-Reflection and effective PGPs.
Why conduct professional development covering self-reflection?
Rational: All skilled professionals use self-reflection as a tool toward efficacy and improvement.
Helps improve skills when working with students
Improves communication between students and staff
Provides insights into how and why certain behaviors persist.
Understand beliefs which drive habits
Develop more strategies and sharing between self and others.
Bottom line: Effective self-reflection is an ongoing and critical factor in increasing effectiveness, sound decision making, skill development and appropriate actions to promote essential changes.
Teachers Need to Be Aware of the Purpose and types of self-reflection to truly benefit from the practice.
Professional development to help teachers uncover the type of thinking required to successfully reflect.
Reflecting on policies, rules and standard practices in order to gain valuable insight.
Reflecting on actions, behaviors, and practices as they occur in time. Looking closer at specific moments in teaching.
Reflecting on theories, research based studies and strategies to better understand larger dilemas.
Reflecting to gain a larger understanding and generate solutions based on sound pedagogy, collaboration, and research.
Why spend time on levels of thinking and reflecting?
It is imperative to enter reflection at the correct level. Some problems are due to technological routines which will require a change in procedures. Other situations require a much higher level of reflection and could involve multiple resources to generate solutions and growth.
It will not be enough for teachers to reflect once a year. Even though TPGES only requires an initial reflection, teachers should develop the habit of continual reflection.
Self-reflection should be revisited after each grading period.
Teacher should be given the opportunity to reflect on teaching and learning throughout the year.
Teachers should be trained on the process and questions which lead to a more in-depth and thorough reflection on practices, beliefs, pedagogy, and procedures. These should all be connected to student achievement.
Focused on Student and Teacher learning and Growth
Drives instruction, practices, and strategies for effective classrooms.
Basic Questions for Continuous Reflection:
What worked in this lesson? How do I know?
What will I do the same or differently if I reteach the same lesson? Why?
What made this lesson successful or unsuccessful?
What strategies were effective, ineffective and why?
What data do I need to make an informed decision about the achievement of my classes?
Am I using the most efficient and effective way to teach this lesson or unit?
Are there additional supports needed to address a problem?
The professional growth plan is such a tool to assist teachers in effectively performing their duty of staying abreast of new developments and practices while maintaining continued develop of their professional practice.
Professional Growth Goal
Timeline: 4-6 weeks: Teachers should have sometime to fully reflect on teaching and learning in order to develop true authentic professional growth goals, designed to increase effectiveness and student achievement.
After teacher complete self-reflection they determine their area of focus based on the four domains of the TPGES system.
Domain1: Planning and Preparation
Domain2: Classroom Environment
Domain4: Professional Responsibility
Identify the domain and specific need for continued focus.
Components of Effective PGPs: Questions addressed
What do I want to change about my practice that will effectively impact student learning?
How can I develop a plan of action to address my professional learning?
How will I know if I accomplished my objective?
Understanding the role of the supervising administrator in assisting the teacher in development, evaluation, and accomplishment of the PGP.
This professional development is intentionally planned and scheduled by the administrator.
Teacher should be provided to opportunity to openly express their professional growth goal with their supervising administrator.
Together they should gain a clear understanding of where the teacher wishes to improve.
The teacher should help the administrator in determining specific needs.
The administrator should assist the teacher by providing necessary resources.
This should occur 1-2 weeks after the initial writing and review of the PGP.
Together the teacher and administrator assist the teacher in bridging the gap toward an effectiveness goal.
Differentiated Professional Development Based on the results and review of teacher PGPs.
Timeline: On-going, individualized to small group.
Teacher have goals for professional growth.
Professional development will be embedded based on the needs of the teachers.
Only when we satisfy the need of the teachers will they feel empowered to use TPGES as an authentic tool for increased effectiveness.
What it is and why spend professional development hours focused on rigor?
Rigor is creating an environment were all students are expected to learn at high levels,
creating the resources where all students are provided the supports to learn at high levels,
and providing avenues of authentic and challenging situations for students to demonstrate
Why focus on rigor:
Many graduates are not prepared for college.
College readiness equates to career readiness.
Students preparing to enter the work force will not need any less rigorous instruction, they will need more to meet the demands of the workforce.
Research confirms a direct connection between student motivation, success and relevance of the content.
Relevance is a critical factor in determining student interest which results in higher academic ratings.
Rigor:Timeline End of first Grading period and beyond.
Using the Framework to develop and sustain rigorous instruction.
Teachers should be trained on how to ensure they are providing rigorous instruction to their students.
Teachers should be capable of understanding and applying Blooms rigor quadrants to match instruction.
Teachers should understand the cyclic nature of rigor in the classroom.
Relevance: Timeline connected to Rigor: will require more supports including community support to provide authentic relevance.
Are teachers consistently answering the following for students:
What am I learning?
Why am I learning it?
How will I use it?
Are teacher equip to do the following:
Compare learning to the students' life
Reflect on necessities in the community
Use real world materials
Incorporate real world examples
Use specific scenarios linked to 21st century skills.
Are students engaged in the thinking and doing?
Differentiation: Timeline multi-year, continuous based on the need assessments of individual classrooms.
Tomlinson's Common Sense Approach
Clear clarity about the destination
Knowing where students are at each point along the way (data analysis and assessments)
Adjusting teaching to make sure each student reaches the destination.
Why Professional development covering differentiation?
Students come to us with different needs, strengths, and ability levels. Despite these differences students still require a set of essential skills and knowledge if they wish to be successful beyond their current educational year. It is the educators role to meet the student where they are in order to move them to where they need to be.
The goal of professional development is to bring authentic and effective differentiation into more classrooms with the vision of seeing a differentiated school in the future.
CLOSING ACHIEVEMENT GAPS
21ST CENTURY SKILLED STUDENTS
Teachers should proactively plan increased rigor.
Teacher should ensure they are teaching to the rigor of the standard while encouraging students beyond.
Teachers should know they are assessing and students are demonstrating levels of rigor
Collective prevention and intervention
Common and confirmed instructional strategies
Collaborative Shift: Professional development focused on creating teams focused on student achievement.
Developing capacity for teacher to shift from focusing on teaching to focusing on student learning.
Helping teachers shift from fixation on covering content to students demonstrating proficiency.
Giving teachers the autonomy to move focus from state and district curriculum holistically to focusing on essential and enduring standards and skills.
Teachers engaged in effective collaboration focused on student growth and achievement.
Establishment of content common assessments for data analysis and PLC specific reflection on teaching and learning.
Shift from infrequent summative assessments to frequent common formative assessments to drive future instruction.
Shift from assessment for grades to assessment to determine additonal supports and resources for students.
Moving from a mile long and inch deep to an inch long and a mile deep. Essential standards
Focus on whole class assessments to individual, balanced and informative assessments.
Re-teaching and Effective Intervention Shift
Shift from individual teachers determining next steps for students to collaborative teams determining next steps for multiple students.
Shift from accepting failure to establishing a system of supportive and effective interventions.
Shift from a one size fits all assessment model to multiple avenues to demonstrate proficiency.
Shift from individual rigid instruction by one teacher to fluid needs based instruction by multiple teachers and resources.
Teachers learning not to teach in isolation.
Establishing true collaboration to gain collective knowledge.
Shift from individual practices to shared knowledge amongst all teacher within the PLC.
Shift from individual decisions to collaborate decisions based on data analysis and collective wisdom.
Shift from your students verses my students to our students needs.
Shift from analyzing individual classes to analyzing all students based on common assessments.
Shift from individual classroom successes to sharing and modeling strategies for the improvement of all students.
Shift from general conversations about lessons to critical thinking and reflection to drive future instruction.
Professional Development to strengthen or establish effective PLCs is essential to achieving long-term growth in teaching and learning.
At the summit students are placed in more classrooms with highly effective teachers. Students have been exposed to rigorous, relevant and differentiated instruction designed to meet and exceed essential standards while developing the skills and knowledge required for readiness in the 21st Century.
Kentucky Department of Education, PGES. (2013). Ky framework for teaching resources & activities. Retrieved from website: http://education.ky.gov/teachers/HiEffTeach/Pages/PGES--Overview-Series.aspx
Allen, D. & Allen, D. (2004). Formula 2+2. 235 Montgomery Street, Suite 650, San Francisco, CA 94104-0260. Berrett-Koehler Publishers, Inc.
Kentucky Department of Education, PGES. (2013). Professional growth and effectiveness system (PGES). Retrieved from website: http://education.ky.gov/teachers/HiEffTeach/Pages/Designing-PGES.aspx
Collaborating For Success With the Common Core. Bailey, Jakicic, and Spiller (2013). Solution Tree. Bloomington Indiana.
Lenz, B. (May 27, 2008). The Four R’s: Rigor in Twenty-First-Century-Schools. San Rafael, CA: Edutopia. http://www.edutopia.org/envision-schools-rigor.
Tomlinson, C. (1999). The differentiated classroom: Responding to the needs of all learners. Alexandra, Va: ASCD
Tomlinson, C. (2008). Goals of Differentiation. "Educational Leadership (2008)."
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